Mark Scheme (Results) Summer 2008

GCE O Level

GCE O Level English Language (7161/01)

Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH

Section A: Comprehension First, read Passage One. Question number 1 Answer Award one mark each for any two of the following: Because the train began to move Because the train was leaving the station The rhythm of the trains movement changed He had fallen from his seat He was anxious/frightened His heart was beating like a steamhammer Mark 2

Question number 2

Answer Award one mark each for any of the following: sat bold upright with a jerk knees were trembling an indescribable terror

Mark 2

Question number 3

Answer Award one mark each for any of the following: He was unsure of what to do Because he was scared to check (that the money was still there) He was wondering about the disappearance of Mr Grundeis He thought everything might be alright

Mark 2

Question number 4

Answer Mark first three only. They (the guards) would not take him seriously/would blame him He would be fined They would question him He would have to pull an emergency cord or wait for the next station (because there was no corridor). It would involve the police It would be too late at the next station It would upset his family

Mark 3

Question number 5

Indicative content The following list includes the main elements expected, but reward other valid points. Use of names/forms of address Emotions (both sides/contrast for top marks) Worry about money mother, effect on grandma, fare/ticket home Suspicions of Mr Grundeis Possibly wish to find him Fear of police, guards

Mark 7

Mark 0 1-3 4-5 6-7

No response or irrelevant Limited amount of indicative content. Possibly presented as a summary or reported speech, possibly a monologue. Appreciable amount of indicative content. Written as a conversation, even if one-sided. Substantial amount of indicative content clearly presented as a conversation (direct speech or play script). Demonstrates empathy with Emil and even the grandmother.

Do not penalise errors in the use of speech marks or paragraphing. But only reward If understanding and appreciation of Emils plight is clear. Now read Passage Two, Lights, camera, armed police: film students fall foul of the law.

Question number 6

Acceptable Answers Clothing with blood on it//had been seen being thrown away/in a rubbish bin Escape vehicles//were parked/in a narrow road/near a rented garage Several well-dressed men// had been seen with guns/armed Notes Mark first three only, up to two marks for each point, depending on accurate selection of own words

Reject A bloodstained T-shirt in a dustbin Two getaway cars by a lockup garage east London alleyway A gang of young men in smart suits brandishing shooters gangsters daubed with fake blood

Mark 6

Question number 7

Acceptable Answers Amusement (or synonym) Anger (took seriously/ confiscated weapons/ took statements) Notes Mark first two only

Reject having a laugh went crazy, ticked us off

Mark 2

Refer to both passages to answer the following question. Question number 8 Indicative content Passage One: For Tension, emotion, feelings Journey of interest Empathy with boy versus adults Grundeis, guards, police Style short sentences, exclamations, questions, internal monologue, ending Passage One: Against Length Child focus Dated content and style Some vocabulary/phrasing Some repetition Passage Two: For Tension Humour Modern Realistic Empathy student focus Visual description Style genre of title, opening and other aspects Dialogue/quotations Passage Two: Against Abrupt style journalese Inconclusive Some vocabulary e.g. petrified, daubed English references Notes Read the whole answer and use the levels grid below to decide a mark, using your professional judgement. Mark 6

Level Level 1

Mark 1-2

Level 2

3-4

Level 3

5-6

Descriptor Possibly only one passage considered substantially Choice made Emphasis restricted to content Both passages considered Clear choice made and justified Main gist of each passage understood Some relevant reference to language and structure as well as content Both passages considered Clear choice made and justified Each passage fully understood Detailed reference to language and structure (e.g. effects of direct speech, emotive language, deferral of information etc.) Helpful, illustrative quotations used

Section B Summary and Directed Writing Refer to Passage Two only to answer the following question. Question number 9 Indicative content Mark

35 Police officer contacted by a member of the public/pensioner/at about 12.30 a T-shirt with blood stains has been found/seen at 1p.m. the armed response unit was in place in Barkingside observed a group/eight well-dressed men seemed to be waving guns around two cars were parked suspiciously/apparently ready for escape ordered them to lie flat/stand with backs to wall on further investigation they were apparently making a college video video was impounded/is being examined further investigations are being carried out (statements/college staff) the students have to report to the police station at 7.30a.m. Student we had written a 15 minute script for film for media studies coursework/A-level three of us were directing and five friends acting we had set the scene in a narrow street in London, with two cars parked we had thrown away the evidence (a stained shirt) we were finishing when we heard shouts/orders I thought it was a joke But was very worried when I saw a gun pointing at me I was searched twice, presumably for weapons The police took the video / we dont know when well get the video back I am very worried as I need an A grade for my university place I am also worried about how the college will react

Level

Mark Descriptor range Relevant content 1-7

Offers a limited amount of relevant information

Style and approach

Mainly chronological recount Limited attempt to adopt voices

Quality and accuracy of expression

Understandable English Simple sentences Limited use of own vocabulary Understandable Standard English Simple sentence structures Attempt to use own words Clear Standard English but with some errors of grammar and agreement Spells some complex and apt vocabulary accurately Clear attempt to structure Clear standard English Variety of sentence structures Material skilfully structured Mostly accurate SPG Apt and varied vocabulary Confident use of Standard English Wide range of sentence structures and vocabulary SPG used accurately to create nuances of meaning Lucid and precise Own words and phrases Controlled, sustained and structured

Level 5

Level 4

8-14

2 statements written but possibly imbalanced towards one Main emphasis on bare facts

Possibly flat recount Some sense of audience Some attempt to present 2 voices

Level 3

1521

2 statements written Presents adequate material from list below Shows awareness of different perspectives

Possibly limited to two straightforward, chronological narratives (in 1st person) Attempt to adopt personae Attempt to engage audience

Level 2

2228

2 statements written Offers substantial and appropriate material from list below Understands and examines differences in perspective

Style and structure appropriate to witness statements 1st person used Fairly successful adoption of appropriate tone and 2 personae Engages audience successfully Style and structure appropriate to witness statements 1st person used Successful and consistent adoption of appropriate tone and 2 distinct personae Shows contrast between two (e.g. policeman formal and factual, student less so, perhaps)

Level 1

2935

2 statements written Re-works well-chosen and relevant material from both passages Shows full understanding Extensive exploration of two perspectives Includes most of details listed above

Section C Essay Question Mark number range 10 0-5 Candidates should be able to: 6-11 12-17 Communicate ideas with limited success Show limited control in organising written language Write simple sentences Show limited accuracy in punctuation, sentence construction and agreement Spell some commonly used words accurately Communicate ideas linked to title with some success Show some use of paragraphs Show some accuracy and control of agreement, punctuation and sentence construction Employ a limited range of sentence forms Spell with some accuracy Communicate ideas with success Structure ideas with some clarity Show control in a generally organised and accurate piece of writing Use correct punctuation and paragraphing to enhance meaning Try to use some variety of sentence structure and links Spell mainly accurately Communicate relevant ideas clearly and successfully Write in a form appropriate for topic chosen Show successful organisation in writing Show control of paragraphing and punctuation which enhances meaning Use some variety of sentence structure Spell some complex words correctly Use a wide vocabulary, mainly accurately spelt Communicate with some originality ideas related to the topic Write confidently in a form appropriate for selected title Use some rhetorical devices in an appropriate way Offer a wide variety of sentence structures Use some sophisticated grammatical structures Punctuate with accuracy Use a range of vocabulary, spelt with considerable accuracy Use Standard English with accuracy Write a lively, relevant and engaging essay, clearly constructed, fluently and accurately presented, sustained and developed

18-23

24-29

29-30